Annual Implementation Plan 2013
Findon Primary School
5244
Based on Strategic Plan developed for 2013 - 2015
Endorsement by School Principal / Signed………………………………………. (Principal’s signature)Name Angelika Ireland
Date……………………………………………
Endorsement by School Council / Signed………………………………………. (School Council President’s signature)
Name………………………………………….
Date……………………………………………
Endorsement by Regional Director or nominee / Signed………………………………………. (Regional Director or nominee’s signature)
Name………………………………………….
Date……………………………………………
1
Strategic Intent
Goals / Targets / One Year TargetsStudent Learning / (1) To improve student achievement in all VELS domains with particular attention to Maths & English from Prep to 6 / § 80% of students deemed capable to be at or above expected level in all areas of English and Maths, based on VELS teacher judgement.
§ To be at or within the SFO range in all areas of English and Maths.
§ Every child to make one year’s growth after one year of teaching based on VELS teacher judgement.
§ Year 3 to Year 5 NAPLAN matched cohort growth to exceed SFO range and at or above state mean / § Teacher assessments in English in VELS to show
- Reading – 80%
- Writing – 70%
- Speaking and Listening – 80%
from Prep to Year 6.
§ To be AT the SFO range in all areas of English and Maths.
§ 90% of children to make one year’s growth after one year of teaching based on VELS teacher judgement.
§ Year 3 to Year 5 NAPLAN matched cohort growth to be at SFO range and show improvement from previous year.
§ 80% of Year 1 students to be reading at Level 15 or above.
Student Engagement and Wellbeing / (1) To improve student engagement and wellbeing
(2) To Improve student attendance / § All elements of Student Attitudes to School survey at or above 50 percentile, with particular focus on classroom behaviour and student safety
§ Staff Opinion Survey responses all to be above 50% with particular focus on student behaviour (school) and student behaviour (classroom)
§ Parent Opinion Survey to show improvement in all elements of Student Engagement and Student Behaviour
§ Absences data to be at or lower than state mean / § All elements of Student Attitudes to School survey at or above 50 percentile, with particular focus on classroom behaviour and student safety
§ Staff Opinion Survey responses all to be above 50% with particular focus on student behaviour (school) and student behaviour (classroom)
§ Parent Opinion Survey to show improvement in all elements of Student Engagement and Student Behaviour
§ Absences data to be at or lower than state mean
Student Pathways and Transitions / (1) To continue to refine student transition and pathways from preschool to school, one year level to the next and from primary to post primary. / § To increase parent opinion survey responses to 80% or better. / § To have all Parent Opinion Survey results when compared to state primary schools in or better than the 2nd Quartile
(2) Develop communication processes and strengthen parent/ school partnerships. / § To increase parent opinion survey responses to 80% or better. / § To have all Parent Opinion Survey results when compared to state primary schools in or better than the 2nd Quartile
Implementation
and Significant Projects / What
(Actions)
the activities and programs required to progress the key improvement strategies / How
(Resources)
the budget, equipment, IT, learning time, learning space / Who
the individuals or teams responsible for implementation / When
the date, week, month or term for completion / Achievement milestones
the changes in practice or behaviours
STUDENT LEARNING
English
Develop a coherent whole school approach focusing on building high levels of teacher knowledge of content and pedagogy in Literacy and Numeracy & Curiosity in line with the NMR Powerful Learning Strategy / § Consistent rigorous classroom practice to include Writer’s Notebook, Write to Read and Guided Reading instruction / § 10 hours of English per week as a first priority (2 hr literacy block where possible)
§ Flexible groupings across learning teams utilising the open classrooms and 21st century learning spaces
§ Budget allocation to meet specific areas of need / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team / § Ongoing / § 10 hours of English teaching evident in all weekly programs
§ Writer’s Notebook, Write To Read evident in all weekly programs and classrooms
§ Guided Reading Planners evident in all classrooms Prep – Year 5
§ Learning Intentions and Success Criteria to be evident in classrooms and planners
§ English planning at Learning Team level / § Align timetable to shared planning and teaching
§ Teams to be released for Term planning and Leading Teacher to be available as support / § Learning team leaders
§ Leading Teacher
§ Learning Teams
§ Timetable person / § Ongoing / § Rich English term planners developed at planning days and used by all in Learning Team.
§ Consistent learning focuses in all classrooms within Learning Teams
§ Weekly planners to reflect Term planning
§ Targeted coaching at P-6 to improve literacy teaching practice / § Leading Teaching to provide English coaching with a focus on the Write To Read Spelling Program, Writer’s Notebook and Language Conventions / § All staff
§ Leading Teacher / § Ongoing / § Coaching plans developed and maintained
§ Regular and effective use of ICT in literacy block / § Computers, netbooks, interactive whiteboards, TV screens, data projectors in rooms to facilitate English learning
§ Budget allocation to meet specific areas of need
§ New interactive English programs purchased to support teachers, especially with a Grammar focus / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team
§ ICT leading Teacher / Action Team / § Ongoing / § Use of ICT in Literacy block evident in planners
§ New resources purchased to support ICT in English
§ Targeted Professional Learning in all aspects of Literacy as required, to build content and pedagogical knowledge / § Through regular professional learning, professional reading and peer observation / § All staff
§ Leading Teacher
§ English Action Team / § Ongoing / § Time in Professional Learning Schedule allocated for English PL
§ Evidence of new learning in classrooms
§ Investigate the use of the AUSVels Scope and Sequence and ensure Findon Scope and Sequence and planning documents are in line / § PL and utilise action teams to audit documentation / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team / § Ongoing / § Development of new AUSVel’s based Findon term planners, scope and sequences and planning documents
§ Running Records, CARS and VELS checklists to establish Guided Reading Groups and inform personalised instruction / § Team teachers to combine data in order to fluidly group students across classrooms
§ Use of STARS and other comprehension resources such as Springboard into Comprehension and Making Connections, to support the explicit teaching of comprehension skills
§ PL to support teachers in grouping students into like needs based groups at the team level / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team / § Ongoing / § Data used to fluidly group students and teach at point of need.
§ Fluid grouping evident in weekly planners
§ Use of data (including SPA) in PLTs and PL to ensure teaching to point of need and the use of triangulated data sources to inform explicit teaching practice / § PL to support teachers in accessing SPA data, explain Zone of Proximal Development and how to use data to group students and track growth
§ Fluid grouping of students
§ Continue tracking of student achievement and analyse data in PLT prior to planning / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team
§ Data manager / § Ongoing / § Data used to fluidly group students and teach at point of need.
§ Fluid grouping evident in weekly planners
§ Regular moderation at and across team levels / § Regular scheduled moderation as part of learning team meetings
§ Time allocated for moderation within and across Learning Teams within Meeting schedule
§ Development of moderation documents to assist in making consistent judgements / § All staff
§ Leading Teacher / Literacy Co-ordinator
§ English Action Team / § Ongoing / § Team and whole school moderation time allocated in PL term schedule
§ English support through intervention such as Corrective Reading and the SELL program / § Continue offering intervention - Corrective Reading and SELL programs as well as the Language Support Program.
§ Investigate opportunities for extension programs in English, in particular Writing / § Leading Teacher
§ Intervention Staff / § Ongoing / § Students to successful complete the corrective reading program.
§ Students which participate in English intervention to show improvement in reading
Maths
Develop a coherent whole school approach focusing on building high levels of teacher knowledge of content and pedagogy in Literacy and Numeracy & Curiosity in line with the NMR Powerful Learning Strategy / § Targeted Mathematical PL to build content and pedagogical knowledge and begin to investigate the Theories of Action in line with the school direction / § Through regular professional learning, professional reading and peer observations
§ Use network schools to support PL and investigate an ‘expert’ to deliver PL / § Leading Teacher
§ Action Team
§ Team leaders
§ All staff
§ Experts from local school network / § Ongoing / § Evidence of Theories of Action being used in classrooms in line with whole school practice
§ Professional learning provided and increased dialogue around mathematical pedagogy across teams
§ Evidence of new learning in classrooms by students and teachers
§ Professional Learning around differentiated learning / § Through PLTs, allocate time to investigate and discuss differentiated learning / § Leading Teacher
§ Action Team
§ Team leaders
§ All staff / § Ongoing / § Evidence of differentiated learning in work programs
§ Professional learning provided and increased dialogue around differentiated learning
§ Introduce a common approach to teaching academic mathematical language eg: Robert Marzano ‘Academic Vocabulary in Mathematics’ / § Develop a consistent practice for teaching mathematical language across all learning teams
§ Update the ‘Mathematical Vocabulary’ link on the Maths Planners / § Leading Teacher
§ Action Team
§ Team leaders
§ All staff / § Ongoing / § Evidence of teams planning
§ Teaching mathematical language with a whole school understanding of process used
§ Familiarise staff with and investigate the use of the AUSVels and ensure Findon Scope and Sequence and planning documents are in line / § PL and utilise action teams to audit documentation / § All staff
§ Leading Teacher / Maths Co-ordinator
§ Maths Action Team / § Ongoing / § Development of new AUSVel’s based Findon term planners, scope and sequences and planning documents
§ Delivery of a balanced mathematics program including explicit teaching, open ended task, problem solving and mathematics related to real life situations / § Explicit teaching of Maths
§ Learning Intentions and Success Criteria developed for every lesson
§ RATS and CATS developed and used by Learning Teams
§ Open ended tasks and problem solving incorporated into Term planners and weekly planning
§ Real life experiences/ situations used when appropriate in the teaching of Mathematics / § All staff
§ Learning Team leaders
§ Leading Teacher
§ Maths Action Team / § Ongoing / § Learning Intentions and Success Criteria evident in classrooms
§ Problem solving and open ended tasks evident in all weekly programs and classrooms
§ Learning Intentions and Success Criteria to be evident in classrooms and planners
§ RATS and CATS developed and used in Learning Teams
§ Focus on working mathematically within maths sessions with an overview to investigate a range of rich tasks to engage students in working mathematically / § Familiarise staff with the working mathematically strand through professional learning, peer observations, team planning and shared practice
§ Use of rich assessment tasks and moderation across learning teams
§ Fluid grouping of students based on Scaffolding Numeracy in the Middle Years- LAF scores / § All staff
§ Learning Team leaders
§ Leading Teacher
§ Maths Action Team / § Ongoing / § Challenging, investigative tasks presented to students, that provide students the opportunity to work mathematically and be involved in all elements of e5 including Scaffolding Numeracy
§ Revise the assessment schedule with a focus on CATS, SNMY and pre/post assessments / § Through PLTs, allocate time to investigate and discuss assessment schedule and conduct PL around differentiated learning / § Leading Teacher / Maths co-ordinator
§ Action Team
§ Team leaders
§ All staff / § Ongoing / § Professional learning implemented in key areas of the assessment schedule
§ Assessment schedule under continual review
§ Professional learning around Scaffolding Numeracy in the Middle Years / § Through regular professional learning, professional reading and peer observations
§ Use network schools to support PL and investigate an ‘expert’ to deliver PL / § Leading Teacher
§ Action Team
§ Team leaders
§ All staff
§ Experts from local school network / § Ongoing / § Scaffolding Numeracy in the Middle Years data collected in Years 4-6
§ Fluid grouping across teams during term 2/3 in Years 4-6
§ Continued tracking of student data and the development of a whole school assessment overview for mathematics / § Continue tracking of student process with emphasis on providing specific diagnostic and whole picture information to teams / § Leading Teacher / Maths co-ordinator
§ Action Team
§ Team leaders
§ PLTs / § Ongoing / § The use of data to inform teaching and learning programs
§ Use of data (including SPA or Kmetrics) in PLTs and PL prior to teaching to ensure teaching to point of need practice in mathematics / § Continue tracking of student process with emphasis on providing specific diagnostic and whole picture information to teams